<![CDATA[Speaking proficiency remains challenging for English as a Foreign Language (EFL) learners, particularly when opportunities for oral practice are limited and communication anxiety is prevalent. This study examined the effectiveness of asynchronous speaking tasks using voice-recording technology in improving EFL students’ oral production. A quantitative pre-experimental one-group pretest–posttest design was employed with 23 undergraduate students from the English Language Education Department at Universitas Islam Negeri Ar-Raniry, Banda Aceh. Participants completed a speaking pretest, engaged in three instructional sessions involving asynchronous voice-recording tasks, self-reflection, and instructor feedback, and completed a posttest. Speaking performance was assessed using an analytic rubric covering pronunciation, grammar, vocabulary, and fluency. Data were analyzed using descriptive statistics and a paired-sample t-test. The findings showed substantial improvement, with the mean score increasing from 54.78 in the pretest to 84.13 in the posttest, representing a 29.35-point gain. The improvement was statistically significant (t = 10.906, p < .05), indicating that asynchronous voice-recording activities effectively enhanced learners’ oral proficiency. The intervention also encouraged repeated practice, self-monitoring, reflection, revision, and greater confidence. These findings support the use of mobile-assisted asynchronous speaking activities to promote learner autonomy and continuous oral practice beyond the classroom. The study recommends voice-recording applications as an accessible and low-cost strategy for technology-enhanced speaking instruction in higher-education EFL contexts.]]>
